Strategi Guru Mengembangkan Kognitif Anak Tunagrahita Ringan dengan Media Flash Card.

Abstract

This study aims to describe and analyze teachers' efforts in developing cognitive skills in children with mild intellectual disabilities aged 4–5 years through the use of flash card educational games at RA Al Munawaroh. The study used a descriptive qualitative approach with teachers and two children with mild intellectual disabilities as subjects. Data collection techniques included observation, interviews, and documentation, which were analyzed descriptively through data reduction, data presentation, and conclusion drawing. The results showed that at the planning stage, teachers had prepared a Daily Learning Implementation Plan adapted through indicator simplification, selection of concrete visual media, and integration of repetition and scaffolding strategies. At the implementation stage, learning was carried out in stages through the introduction of symbols, concrete demonstrations, interactive activities, and the provision of positive reinforcement that could increase children's focus and engagement. At the evaluation stage, there was an increase in cognitive abilities as demonstrated by subject A's consistency in recognizing basic colors and an increase in subject R's ability to recognize vowels and short-term memory. The use of flash cards has proven effective in helping children understand symbolic concepts concretely and gradually through a learning through play approach. However, limitations of the study lie in the relatively short duration of the study and the limited number of subjects. This study provides implications that the use of structured and repetitive visual media can be an effective strategy in developing the cognitive skills of children with mild intellectual disabilities in the context of inclusive education.